Beauty and Character

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Grade Level and Curriculum Standards

• Grade Level: 6th Grade (Ages 10–12)

• Curriculum Area: Social-Emotional Learning (SEL) aligned with CASEL Standards (Collaborative for Academic, Social, and Emotional Learning), focusing on:

  • Self-Awareness: Recognizing biases and societal messages.
  • Social Awareness: Demonstrating empathy for diverse perspectives.
  • Critical Thinking: Evaluating media influence on perceptions of appearance and character.

• Incorporates Visual and Media Literacy (Addressing CCSS ELA standards like RI.6.1 and RI.6.7 for analyzing text/media).

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Lesson Objectives

By the end of this lesson, students will be able to:

1. Analyze how media, specifically Disney films, associate physical beauty with positive traits and unattractiveness with villainy.
2. Recognize and challenge assumptions about character based on appearance.
3. Demonstrate empathy and foster critical awareness by creating stories that challenge stereotypes.

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Lesson Design

Materials Needed

1. Printed Character Cards & Trait Cards (as explained in Activity 1).
2. Story Templates or Storyboards (empty comic strips or novel outline templates).
3. A whiteboard or large chart paper for group discussion prompts.
4. Markers, index cards, and writing tools.

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Lesson Flow (60 Minutes)

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1. Introduction (10 mins)

a) Hook Question & Media Clip (3 mins):

• Begin with the question: "What do Disney movies teach us about what heroes, princesses, and villains should look like?"
• Play a quick, 1-minute YouTube clip (selected by the teacher beforehand) summarizing famous Disney characters (heroes like Ariel, Belle, Simba; villains like Ursula, Scar, Jafar).

b) Class Brainstorming (7 mins):

• Ask students to describe the heroes and villains they saw. Write answers in two columns:
  • Heroes/Princesses: "Pretty," "handsome," "kind eyes," "perfect hair."
  • Villains: "Ugly," "wrinkled," "messy," "scary."
• Lead into discussion: “Why do movies show heroes this way? How does it make us think about people who look like that?”

Transition into Activity 1: “Now let’s test how we think about appearances in a game!”

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2. Activity 1: Apples-to-Apples Human Character Game (20 mins)

Objective:
Students engage in a fun game to reflect on how physical traits influence snap judgments of "good" or "bad" qualities.

Steps:

1. Set-Up (3 mins):

   • Pass out 3–5 Character Cards (with diverse fictional characters) to each student.
   • Place the Traits Deck in the center of the group. Shuffle it.

2. Play (12 mins):

   • One student flips a Trait Card (“Loyal,” “Deceitful,” etc.).
   • Each student selects one of their Character Cards they think matches the trait and places it face down.
   • The student who flipped the Trait Card shuffles the Character Cards and picks the one they think fits the trait best. They explain why they chose it (e.g., “I picked the fancy person because they looked successful and honest”).
   • Winner keeps the Trait Card. Continue for a few rounds.

3. Reflection Discussion (5 mins):

   • Ask the students:
     • “What patterns did you notice about how we matched characters with traits?”
     • “Do the way people look always match who they are? Why or why not?”
     • “Do you think movies like Disney might influence how we think about appearances?”

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3. Activity 2: Create an Opposite Story (25 mins)

Objective:
To help students critically reimagine stereotypes by creating their own characters or storylines that challenge traditional tropes seen in Disney movies.

Steps:

1. Introduce the Activity (3 mins):

   • Tell students: "Now we're going to flip the script! Create a story where a character who looks like a Disney villain turns out to be the kindest, most heroic person, or a ‘perfect princess’ is deceptive or selfish.”

2. Group Work (15 mins):

   • Divide students into groups of 3–4.
   • Give each group:
     • One Character Photo (select an unconventional appearance).
     • A Story Template/Storyboard for them to outline key details:
       • Main Character’s Appearance: Describe in detail.
       • Inner Personality: Explain their positive or negative qualities.
       • Plot: Create a short story (e.g., how their heroism or villainy is revealed).
     • Example prompts to guide them:
       • "What is your character doing at the beginning of the story?"
       • "How does their inner qualities change the way others see them?"

3. Presenting Stories (7 mins):

   • Each group shares a short summary of their new story. Teachers encourage connections to the lesson theme:
     • "Nice job! What message do you think your story sends about judging by appearances?"

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4. Wrap-up Discussion (5 mins)

• End with these reflection questions:
  • “What do we learn about real life when we look past physical appearances?”
  • “Why do you think it’s important to challenge what we see in movies or TV shows?”
• Key Takeaway to Reinforce:
  • “What makes someone a great hero or person isn’t how they look—it’s how they act and who they are inside.”

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Extension Ideas

1. Homework Assignment:

   • Have students watch a Disney movie at home and write down examples of how heroes/princesses and villains are portrayed (appearance and personality). Bring their observations to class for further discussion.

2. Art Connection:

   • Students draw their own character who defies typical “hero” or “villain” appearances and write 1–2 sentences describing their personality.

3. Media Comparison Project:

   • Explore other children’s movies or books (like Pixar films or fairy tale retellings) that handle appearance differently. Discuss how they compare to Disney tropes.

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Teacher Takeaway

This lesson is designed not only to address foundational skills in critical thinking and empathy but to directly engage students with relevant media they know and love. By recognizing patterns in Disney movies, challenging those norms, and creating their own counter-narratives, students practice understanding cultural influences and resisting harmful stereotypes.